Sources Center for Excellence in Teaching (1999). Teaching Nuggets. Los Angeles: University of Southern California. Davis, Barbara Gross. (1993). Tools for Teaching. San Francisco: Jossey-Bass. How to Speak: Tips on Lecturing Effectively. (video) Jamil Simon/Spectrum Media and Derek Bok Center for Teaching and Learning. Boston: Harvard University. UCLA Office of Instructional Development (1997). The TA Handbook 1997-98. Los Angeles: University of California, Los Angeles.

1. Center for Excellence in Teaching
Module 2.6
Using Instructional Media and Technology
University of Southern California
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33
Using all forms of media to teach and advance student learning?
When PowerPoint works and when it does not?
Role of the chalkboard ... its still helps students to take notes.
Methods of teaching to advance student learning is changing as fast the technology appears. You
may not need to embrace new methods, but rather strive to consider all options to find your voice.
Regardless, your use of various forms instructional media and technology in teaching, whether new
or old, can have a profound impact on student learning. When done well, using a variety of media
can enliven a class, encourage student participation, and help students grasp difficult concepts.
When used poorly, these same tools can obscure your instructional objectives and make students
confused, anxious and frustrated.
Tips for using different types of media and technology are discussed below. However, before moving
on to specific methods, several general principles related to your use of media and technology
should be kept in mind:
• Choose the media that best suits your instructional objectives. Decide what you want to
accomplish and then employ the tools that are most likely to help you achieve results. Do not
let the media that is available to you determine how or what you will teach.
• If possible, use a variety of tools. PowerPoint, mpeg/mov files, internet, and, yes, the chalkboard
not only keeps students’ interest but also responds to the needs of those who receive
information in different ways. Personal response systems (aka, “clickers”) also continue to make
inroads into the classroom and are attractive as they create opportunities for a quantified form of
student response and immediate assessment of learning, by both student and teacher.
• Check out your media or technology before class starts to be sure it is working properly.
Nothing is more frustrating to you or the students than to find that your computer connection or
ppt file is not working.
Consider Continuing to also use the Chalkboard
This mainstay must have something to offer teachers and students, for it has been around
for quite some time. In fact, there are several good reasons for using a chalkboard while also using
other forms of instruction, including PowerPoint, the internet, and other forms of media.
• Speed: we write on the board at about the same speed with which we comprehend
information, so using a chalkboard helps set an effective pace for learning.
• Organization: you can outline the day’s agenda or summarize main points and refer
back to these to integrate your ideas and give the class a sense of progress.
• Visuals: the board lends itself well to working on formulas, solving problems,
drawing graphs, and diagramming sentences.
• Interaction: the board is also helpful in generating interaction with students, as you
can use it to ask for ideas, make lists (and even laugh at your occasional spelling mistakes).

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Of course, using the chalkboard effectively takes practice – it is not necessarily as easy as
your best teachers made it seem. Here are some tips on using the chalkboard effectively:
• Always face the classroom when you use the board – even when you write. Rather than
turning your back to the class while you write, and talking to the board, you should learn
the skill of standing to the side and writing.
• Write clearly and legibly. Use large letters and be sure those in the back can see. Give
your students time to take notes. Pause periodically to let them reflect, to ask questions,
or simply to copy down what you have done.
• Plan how you will use the board. Students use your work to take notes (if you do not
believe this, ask to see one or two notebooks after a class), so poor organization hurts
them. Will you put your agenda to one side and then build an outline on the rest of
the chalkboard? Can you erase details while leaving the main points visible?
• Structure your work. You can use headings, colored chalk, circles, underlining and
different styles of writing (block letters, all caps, etc.) to help students see different
sections and concepts.
• If, in working through a problem on the board, you make an error, do not just erase
it. Stop, alert your students that you have made an error, and ask them to find and fix it.
• If you use the board to list students’ comments, do so verbatim; change a student’s
words only with his or her permission.
Powerpoint and Other Forms of Computer Projection
PowerPoint, along with other forms of computer projections has quickly become the standard for
classroom lecture presentation.
There are many benefits:
• Visual infomation: with Powerpoint, you can now now greatly expand the visual content of
lectures along the the usual wriiten infomation
• Clarity: all lectures can be prepared before class with attention of detail to areas more
problematic
• Location: with the lecture on the computer projector screen, you are more free to face the
class, note their perception, and engage their response
• Efficiency: lectures can be revised after a class for later use, easing the preparation for future
classes on the same topic.
Here are some suggestions that will help you use PowerPoint files effectively to promote
student learning:
• Use “bullet points” rather than full paragraphs. You will avoid falling into the trap of
reading to your audience (a frustrating practice since we can all read) and will be
reminded of what points you would like to expand upon.
• The PowerPoint should be just the outline of the lecture enhanced with visuals. The real
content should come from the spoken lecture prompting students to take notes and remain
enganged.

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• Avoid putting too much information on any single image. Each should be used to illustrate a
basic concept, and that if you have a more complicated concept you use multiple, simple images
• Avoid using too many images. Depending on text per image, a general rule is one to three images
perminute of lecture. Using more can overwhelm students with information and force you to rush
through the material rather than develop concepts.
• With the text portion of a PowerPoint image, use headings, underlining,
different typefaces, etc. Use color, background, and images to enhance student attention.
Mov/Mpg files
Digital video segments, whether imbedded in ppt files or shown separately, can show historical
footage or re-created events, demonstrate processes or events that cannot easily be replicated in
labs, or slow down and analyze motion. However, because students are often used to relaxing or
“tuning out” when the TV comes on, it is important to do what you can to make sure that your use of
videos facilitates student learning. Here are some tips:
• Know the video file ahead of time. You can then develop exercises and discussion questions
based on the video, highlight key areas for the class, and know where to stop the video or fast-forward
through it. Often you will only need a short segment to make your point or
illustrate a concept.
• Prepare the class for the video. Let them know what they are about to see, how it connects
to what they have been learning, and things to look for when viewing.
• Make the film important to students. Consider preparing a list of questions that let
students know they will need to pay attention to the content of the video. You may want
to stop the film at key points (though not too often) to focus students’ attention on
particular issues or situations, and you may want to have a discussion about the video after
it is over. Make sure students know that the material covered in the film will be on tests, or
that they will need to address it in their papers.
Instuctional issues with Current Technology
As more of our lectures become converted to digital form (i.e., ppt), the expectation of
students is to have them available before lecture so that they can be downloaded. Students can
either make paper copies of the lectures for making class notes or save the file so as to make
computer -based notes while in classs. However, the availibiity of the digital form of lectures can lead
to an negative impact on class attendance. Faculty need to find means to address this isssue. The
above mentioned PRS “cllicker” offers one solution.

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Using Instructional Media and Technology
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The Internet
The internet offers seemingly unlimited potential to encourage learning. However, unless you
plan carefully how you will use the web in your teaching, you may find that your students do little
more than surf through your class. Using e-mail can help you stay in touch with students and to
get discussions going on class topics. You will need to decide whether student participation will
be mandatory. Some instructors require that all students send a specific number of messages a
week, and factor this into the participation grade. Other instructors use e-mail listservs, but do not
require students to participate. The Web can be a valuable research tool, helping students access
resources in other universities or nations, and letting them learn about other cultures. However,
many students fall into the trap of using the Web as their only research tool. There are several
things you can do to avoid this problem:
• Set clear expectations for your students. You can encourage students to access resources
on the Web, but also make it clear that students must have citations from other, more
traditional sources such as books and print journals.
• Point your students in the right direction. Try not simply to send students off to do
research on the Web. Instead, show them in class what you consider to be quality
material gleaned from the Web. You can also point them to selected Web sites as
places to start, leading them in the direction of good information.
USC supports a Web-based course management program called Blackboard. This program
allows you to put assignments on-line, administer tests on the Web, and channel all student
communications to one account.
Sources
Center for Excellence in Teaching (1999). Teaching Nuggets.
Los Angeles: University of Southern California.
Davis, Barbara Gross. (1993). Tools for Teaching.
San Francisco: Jossey-Bass.
How to Speak: Tips on Lecturing Effectively. (video)
Jamil Simon/Spectrum Media and Derek Bok Center for Teaching
and Learning.
Boston: Harvard University.
UCLA Office of Instructional Development (1997). The TA Handbook 1997-98.
Los Angeles: University of California, Los Angeles.